Using Total Physical Response Approach and Enhanced Vocabulary Instruction to Impact Vocabulary Retention

Date of Award

Fall 12-16-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Belma Sadikovic


movement, explicit instruction, engagement, elementary



The purpose of this study was to investigate the use of Total Physical Response (TPR) approach and Enhanced Basal Vocabulary Instruction (EBVI) and the impact these strategies have on vocabulary retention across different content and grade level areas. TPR is a method of teaching vocabulary concepts by using physical movement to boost vocabulary learning. EBVI is a seven-step merged model using curriculum-based and evidence-based vocabulary instruction. Vocabulary is one of the five core components of reading instruction that are essential to successfully teach children how to read (Sedita, 2005, p.1). Research participants were students involved in kindergarten, second grade math, first grade music, sixth grade reading, and a fourth grade Title I reading program. This study was conducted in five rural elementary schools. The methods used to collect data included anecdotal notes, student journal entries, pretests and posttests, and STAR diagnostic report. Through this research, data indicated that students increased vocabulary comprehension and retention. Findings will be shared with peers through PLCs, staff meetings, and professional development days utilizing verbal presentation, slide shows, and printed information.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract only: No full text available.